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Learning doesn’t stop in the four corners of the classroom. It always been a challenge to educators and instructional developers to cater the needs of the pupils. Innovations and techniques in teaching is rampant. Everything focused on the welfare of the learners. But how can we contribute to all of these changes and start the light in our own community? The answer is very simple; Its just you, your time and your interest.

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Advocates the importance of education beyond learning process, it emphasizes the learning processes that would lead to planed and specified learning outcomes. The essential attributes reflect the students’ competencies and values, and represent outcomes that are transferable to a variety of contexts for the present and the future.

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The Philippines is now focusing on OBE because of some particular reasons:

Globalization of Education – Education agreements around the world promotes OBE. The Philippine Technological Council apply for Washington Accord, thus, different universities have taken their initiatives to move towards OBE.

International Trends – There are International Professional Registries especially for engineering program require completion of a program that is accredited by an OBE system.

Global mobility for Professional Practice - The Commission on Higher Education (CHED) will require establishment of an OBE System to promote global mobility.

To facilitate achieving this goals of international recognition and global competencies, educational institutions particularly universities constantly play an increasingly important role in developing and creating our human capital.

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Philippine Education System consists of formal and non-formal education. Formal education is a sequential development of academic schooling at three levels; elementary, secondary and tertiary or higher education whereas Non-Formal Education or Alternative Learning system is an organized learning activity intended at accomplishing a set of objectives outside the established formal system planned for a particular clientele, like the out of school youth or adult illiterates and even the worker here and abroad who were not able to finish their college education and cannot avail themselves of the formal education. Under the Non-Formal Education Program of the country is the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP).

What is ETEEAP?

The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), being implemented pursuant to Executive Order 330 of 1996, is an educational assessment scheme which recognizes knowledge, skills and prior learning obtained by individuals from non-formal and informal education experiences.

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Last school year 2012-2013, the educational system of the Philippines was enhanced from the 10-years basic education into 12-years through the program called the K-12 Education Plan of the Department of Education.

Accordingly, the implementation of the K-12 education plan in the Philippine Basic Education Curriculum is the key to our nation’s development. The government may be facing many problems in the implementation of the program yet it is important that we implement it because the enhancement of the quality of education is very urgent and critical.

It is not difficult to understand why, despite the additional costs the program would entail, the public generally appears to take the President’s K -12 basic education program sitting down. In 2010, Mr. Isagani Cruz wrote in one of his columns in a local newspaper some good reasons not to disagree with K-12 education plan in the Philippines.

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Advocating the importance of education beyond learning process, Outcome Based Learning emphasizes the learning processes that would lead to planed and specified learning outcomes. The essential attributes reflect the students’ competencies and values, and represent outcomes that are transferable to a variety of contexts for the present and the future.

Ever since the founding of Hong Kong Institute of Education, student learning outcomes have been assimilated into the existing Bachelor of Education curriculum. With the introduction of the OBL approach, we make the outcomes explicit at the Institute level. Outcome-based Unit located within the centre for learning, Teaching and Technology (LTTC), together with all academic departments within within the institute, has been developing generic and course specific, and integrating professional knowledge, concepts, skills and dispositions into the attributes of our ideal graduate.

1) UbD is a way of thinking purposefully about curriculum planning and school reform, a set of helpful design tools, and design standards - - not a program or recipe

2) The end goal of UbD is understanding and the ability to transfer learning – to appropriately connect, make sense of, and use discrete knowledge and skills in context.

3) Evidence of understanding is revealed through performance when learners transfer knowledge and skills effectively, using one or more “facets” (explain, apply, perspective, empathize and self-assess)

4) Educators are coaches of understanding, ont mere purveyors of content or activity

5) Planning is best done “backward” from the desired results and the transfer tasks that embody the goals

6) UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks